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Addressing Sources of Collateral Damage in Four Mentoring Programs

by Gary M. Kilburg & Thomas Emerson Hancock - 2006

This article examines the types of recurring problems that can inhibit K–12 mentoring team relationships and intervention strategies to remedy those problems. The study examines 149 mentoring teams in four school districts over a 2-year period. Data collection was coordinated by the researcher who was also the trainer for the four school districts' mentoring programs. Each year of the study, the survey and interview processes were repeated. From the analysis of data, the research team identified a common set of recurring problems during both years. Intervention strategies were then identified, introduced, and assessed. Results indicate the need for continual assessment of mentoring programs and mentoring team relationships, financial commitment from the school district, a rigorous mentor selection process, and providing in-service and workshop opportunities for problem solving.

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Cite This Article as: Teachers College Record Volume 108 Number 7, 2006, p. 1321-1338
https://www.tcrecord.org ID Number: 12558, Date Accessed: 6/12/2021 10:40:41 AM

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About the Author
  • Gary Kilburg
    George Fox University
    E-mail Author
    GARY M. KILBURG is a professor of education and director of the Mentoring Institute for the School of Education, George Fox University. His scholarly interests include conflict resolution in K–12 mentoring programs, E-mentoring, mentoring in higher education, and classroom management practices in middle and secondary schools. Gary’s most recent publications include a book review in May 2004 for Teachers College Record and a chapter in the book Mentoring Works: A Sourcebook for School Leaders, Vol. II (forthcoming).
  • Thomas Hancock
    George Fox University
    THOMAS EMERSON HANCOCK is an associate professor of educational psychology at George Fox University. His most recent research interests are accessing spirituality and testing to support instruction. His previous publications were focused on instructional feedback, study skills, and student modeling in CBT. Tom has helped found two schools where he served as principal and teacher.
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